DREAMS FOR THE FUTURE

Step 1 – Remembering | First encounter with the financial world

This step is about recognizing the essential elements. In order to build, it is first important to find and understand the basic elements of knowledge.

This educational short video outlines a three-hour workshop designed to help teenagers harmonize their personal passions with practical financial planning. Using the Japanese concept of Ikigai, the curriculum guides participants through a journey of aligning their inner values with sustainable economic goals. Students engage in the Kolb experiential learning cycle, moving from creative visualization and identifying social barriers to the technical creation of a personal budget. The module culminates in a simulated "pitch" where learners present their integrated life plans, fostering confidence and critical thinking. Ultimately, this module aims to transform abstract dreams into concrete financial actions by teaching youth how to prioritize resources in a way that supports their long-term well-being.

M1. video Dreams_for_the_Future_1.mp4

Teacher's portfolio > Applicative mini-task (microlearning)

Write down three key concepts presented in this section.

Step 2 – Understanding | From information to meaning

Genuine understanding means transforming the information we have access to or seeking out information that is meaningful to us.

Slide-deck_presenter-slide Financial_IKIGAI_Youth_Planning.pdf

Teacher's portfolio > Applicative mini-task (microlearning)

Using the language of a 12-year-old student, rephrase a key idea from this section.

Step 3 – Applying | First steps in practice

Knowledge comes to life when we dare to apply it to create real change.

“Matei and decisions for the future”

Studiu de caz

Teacher's portfolio > Applicative mini-task (microlearning)

Formulate a critical question inspired by this section.

Step 4 – Analyzing | From learner to educational designer

Key step 🔥 | Critical analysis of significant details is the basis for well-informed decisions.

Details about the 5dV method

THE 5dV METHODE APPLIED TO THE MODULE

1. Introduction

Paradigm shift (Vision + Value)

2. Interactive

Lesson structure (Vocabulary + Verification)

3. Reflective

Transfer, metacognition, and financial education (valuation)

The aim is to inspire reflection on the link between personal dreams and financial decisions.

The objective is to challenge students to redefine financial education as a tool for personal meaning and purpose.

The goal is to break down the basic concepts of IKIGAI and correlate them with financial planning.

The objective is to define and correlate passions, talents, social contribution, and income.

The goal is to promote self-awareness and apply the knowledge gained in personal and professional life.

The objective is to promote personal commitment and encourage the correlation of dreams with concrete financial measures.

DELIVERY METHODOLOGY | 55-35-10

This balance increases engagement and motivation by combining practice with purpose.

55% Experiential

IKIGAI mapping, budgeting, presentations

35% Reflective

journaling, discussions, visualization

10% Theoretical

definitions, financial concepts

KOLB MODEL

Security is provided by a safe reflective environment.
Challenge is presented through budgeting and presentation.
Meaning comes from the personal relevance of dreams.

Concrete experience

dream collage + IKIGAI map

Reflective observation

identifying barriers and support

Abstract conceptualization

budgeting, setting priorities

Active experimentation

Dragons' Dream Den pitch

EXAMPLES OF BLOOM'S TAXONOMY

Reflection helps deepen learning at all levels.

Remember

Define IKIGAI

Understand

Refine IKIGAI

Apply

Develop a personal budget

Analyze

Reflect on financial habits

Evaluate

Choose priorities

Create

Present a sustainable plan

OECD/INFE FRAMEWORK

Domain 1: Self and aspirations

setting goals aligned with values

Domain 2: Financial planning

managing budgets

Domain 3: Influences

identifying the social and emotional impact on decisions

TRANSFER TO REALITY AND BEHAVIORAL IMPLEMENTATION

Profound transformation

Linking finances to meaning creates lifelong habits.

Questions for reflection

What dream would I plan if money were no obstacle?
What small financial habit could I change starting today?
How can I shape values-based financial planning for young people?

Access to module resources

Teacher's portfolio > Applicative mini-task (microlearning)

Create the general architecture of the module content using the 5dV method. Structure your pedagogical approach in 3 segments: introductory (Vision + Value), interactive (Vocabulary + Verification), reflective (Valorization).

Good luck with your teaching!

Step 5 – Evaluating | Learning through feedback

We can only inspire others when our personal decisions are based on values, sound principles, and clear criteria. True development comes from constantly practicing reflection and metacognition, but also from outside observation.

Teacher's portfolio > Applicative mini-task (microlearning)

At this level, you will be able to make an audio/video recording to receive feedback from an observer, via a form or a rubric.
+ Write down three suggestions for improvement received from the observer, as well as what you learned from this first experience in the program.

Step 6 – Creating | Improvement through real experience

Feedback makes room for innovation. The deepest form of learning is generating new ideas based on what we have discovered, intentionally, or chosen to explore, with curiosity.

Teacher's portfolio > Applicative mini-task (microlearning)

Get feedback from students on: What did they learn? What did they like most? What would they change in their own behavior? What do they plan to put into practice as a priority?
+ Personal reflection: How did I feel teaching this lesson? What skills do I feel I have strengthened? What would I do differently in future iterations?
+ Choose at least one idea for improvement.

Step 7 – Metacognition & Transfer | Learning that multiplies

Learning becomes culture when it is shared, discussed, applied, and improved together with others.

Teacher's portfolio > Applicative mini-task (microlearning)

Personal reflection: What worked best in teaching the lesson? What could I change next time and why? What have I learned about myself as a teacher through this program?
+ Post your own contribution (a practical idea) or question in the community of practice.
+ Read a colleague's contribution and note down an idea that can be applied in your classroom.

Step 8 – Leading & Transforming | From participant to change agent

Financial literacy becomes a reality through educational leadership: what we choose to pass on can have a lasting impact. Transformation means creating spaces together with others, so that financial well-being becomes a goal in life.

Teacher's portfolio > Applicative mini-task (microlearning)

Create and share with the community of practice an impactful piece of work—a published article, a podcast about a financial education practice you consider successful, a mini-course, or a reusable resource.
+ Hold an internal workshop for other teachers, using the 5dV structure and Bloom's Taxonomy.

How do you feel now, knowing how much you can contribute to the financial well-being of the students you work with?

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